Scholarship devoted to first-generation college students has increased rapidly over the past decade, with studies demonstrating first-generation students are systematically disadvantaged compared to their continuing-generation peers. Recently, scholars have critiqued the treatment of first-generation students as a monolith and encouraged complicating their experiences using intersectionality as an analytic tool. This study examined the association between institutional classism and students’ social-emotional experiences in higher education, and how these relations vary based on sociorace, first-generation college student status, and subjective social status. In a sample ( N = 742) of college students from two four-year public institutions, results showed that the strength of the association between institutional classism and social-emotional experiences varied at different intersections of first-generation status, sociorace, and subjective social status. These findings demonstrate the importance of contextualizing first-generation students’ experiences and have implications for efforts to retain first-generation students in higher education.

The authors piloted a weight stigma psychotherapy group at an eating disorder partial hospitalization (PHP) and intensive outpatient program (IOP). This was an optional, transdiagnostic eating disorder group for patients with past/present weight stigma experiences related to being in large bodies. A total of 36 individuals participated in the weekly group from June 2018 to June 2019 during their PHP/IOP episode of care. We present the group’s overarching framework of destigmatizing language and intersectional discussions of weight stigma. We also discuss clinical processes that unfolded during this group including simulated dialog from the group. Finally, we present relevant client quotes that provide preliminary support for future exploration in this area, as client subjective experiences of the group were positive. Our preliminary pilot experience suggests that delivering a group of this nature in a PHP/IOP eating disorder treatment setting is feasible and that further work is needed to build upon this antiweight stigma framework as a critical piece of eating disorder treatment.

Establishing measurement invariance has been emphasized as an important scale validation procedure for group comparisons. The 28-item Career Futures Inventory–Revised (CFI-R) is a widely used measure of career adaptability that has demonstrated initial validity with various samples. The purpose of the present study is to further examine the validity of the CFI-R by testing measurement invariance between a general university student sample and a client sample. First, a five-factor confirmatory factor analysis model was tested with each group. Then, measurement invariance tests were conducted through subsequently examining configural invariance, metric invariance, and scalar invariance. Test of invariance was achieved until partial scalar invariance, suggesting that the CFI-R is similarly applicable to both clinical and nonclinical samples. In addition, the comparisons of latent means between two groups revealed that clients showed significantly lower latent means than general students for four factors: Career Agency, Occupational Awareness, Support, and Work–Life Balance.

Undergraduate students from lower social class backgrounds may experience poorer academic and life satisfaction when encountering classism in higher education. However, few studies have examined links among classism, career, academic, and well-being outcomes among undergraduate students, and existing studies have been cross-sectional. Therefore, this study examined longitudinal relations between classism and academic and life satisfaction in a sample of undergraduate students and examined work volition as a mediator of these relations. With a large sample of undergraduate students surveyed five times over the course of an academic year, we found that institutional classism predicted greater interpersonal classism and lower work volition over time. In turn, work volition predicted both greater academic and life satisfaction over time. This study has implications for understanding factors that affect the retention of students from lower social class backgrounds and how institutions of higher education can intervene to address barriers faced by economically marginalized students.

This qualitative study explored Taiwanese international individuals' experiences of race, ethnicity, and nationality in the United States. It included 9 participants who were either current undergraduate students or who had graduated with a U.S. bachelor's degree within the past 5 years. Specifically, this study used consensual qualitative research to explore how participants' cross-national experience relates to their racial, ethnic, and national identities and how these social identities impact their interpersonal relationships. The authors identified 4 domains from the data-self-identification, perceived salience of Taiwanese identity, issues related to China/Chinese, and perceived influence on interpersonal relationships. This study addresses several understudied topics within the Asian and Asian American psychology literature, including within-group differences among international students, intraminority relations, and racial identity development among international students. Implications and future directions for research and counseling are discussed. What is the public significance of this article?Through the use of individual interviews, this qualitative study explored Taiwanese international individuals' experiences of a triple negotiation of their national, racial, and ethnic identities experiences in the United States. The study describes participants' self-identification, perceived salience of their Taiwanese identity, issues related to China/Chinese, and perceived influence on their interpersonal relationships.